Martinsburg herald. [volume] (Martinsburg, W. Va.) 1881-1920, 1887-02-26
SCHOOL INTERESTS NO. II.

| 6. The teacher mist combine Jsynasaess
soith kindness.
The teacher should shrink no re-
sponslbility however great, nor any
obstacle however appalling. He is the
ruler of the little government, and his
pupils are his subjects. He is clothed
with legislative, judicial and execu-
tive power. These he must exercise,
but as wise and conscientious ruler.
he must be just, firm, kind. Upon
first entering the school room he must
exhibit to the pupils there assembled
firmness and dignity, a kindness
and grace in look, word, carriage and
action, that he is master and must be
respected and obeyed. First impress
sions are always the deepest, strong
est and most lasting, and it the
teacher has the happy tact to inspire
his pupils, at the outset, with respect
| for and confidence in him, he has
sure guaranty for future success, pro-
vided he makes a proper use of the
advantage thus gained. Children are
much better physiognomists and
critics than they generally get credit
for. They arrive, by species of
wonderful intuition, at a pretty &C.
/ CuTdl6 CSLltudlC III LAlClA uCW tNoNhCAs
They measure him physically and
mentally at once, and sometimes, not
satisfied with that, they inaugurate
little ambushes to ascertain if he has
any weak points, and if they find any,
it is there that they will apply their
weapons. The teacher who is proof
against this will have little difficulty
in maintaining order and securing
the respect of his pupils, and the rod
and the ferule will have rest and
repose unemployed amid the classic
dust of his bookcase.
Z. He should be a perfect type Of a
gentleman, If the other seq lady.
Firmness, dignity and kindness are
essential as already stated, bat these
characteristics are by no means in
compatible with courtesy. The
teacher in requiring respect and cour-
tesy from pupils must not fail to
possess these qualities himself, aud
| thus be pattern and example for
them. He should therefore be uni
formly courteous to his pupils, and
exhibit graceful bearing in all his
movements and actions, and his in
| tercourse with them as well as with
every one else. When engaged in
his work in the school-room heshould
not talk any more than the work de-
mands. Much talking weakens the
force of what is said and engenders
listlessness. The pitch of his voice
should be natural and its tones soft
and persuasive, and his language
always chaste. correct and elegant.
He will thus become an example of
good manners, which cannot fail to
make durable impression on the
minds of his pupils. Children are
creatures of imitation and are apt to
pattern after their supe-iors for whom
they have respect and in whom they
have confidence. If a teacher can
cloth himself with this magnetism,
he is safe and discipline becomes COM
paratively easy.
s. He must possess good moral
character.
1 have already remarked that child
rem are creatures of imitation, and
that the teacher becomes a ready pat
tern to them; hence his character
should be pure and good. Children
are more Influenced by example than
precept. If the seed of virtue, of
morality, of religion and of every
worthy element be early sown in the
youthful heart mankind will TEEN
with prosperity, society receive an
ornament and blessing, and old age
be crowned with happy reflections,
and sink in peace to the bosom of
mother earth.
The teacher, then, must be person
of sound principles, pure and noble
impulses, correct habits, and good
morals. Those who mould the youth
and whose mission is to inspire love
for every thing that is pure and right
must themselves be pure and right.
All the vicious, all the canting hypo-
critics, all whose impulses are low and
selfish must be excluded from the
brotherhood of teachers. The calling
requires genuine men and women
whose hearts are right, and who will,
by every word and act, help their
pupils to become strong to resist the
wrong and do the right.
VIM. GERHARDT.